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Increasing Engagement of Children Who Are DHH During Parent–Child Storybook Reading
Communication Disorders Quarterly ( IF 0.764 ) Pub Date : 2019-01-18 , DOI: 10.1177/1525740118819662
Lauri H. Nelson 1 , Shannon M. Stoddard 1 , Sydney L. Fryer 1 , Karen Muñoz 1
Affiliation  

Children who are deaf or hard of hearing (DHH) are at risk for language and literacy delays, and parent–child book reading can contribute to developing early literacy foundations. Although many parents read with their children, some parents may be unsure how to utilize effective reading strategies to maximize literacy growth. This multiple case pilot study involved four mothers of preschool-age children with hearing loss who used listening and spoken language (LSL) as their mode of communication. After a short training session on strategies to promote child engagement and increased child interaction during storybook reading, results showed parents increased their use of engaging questions, along with a statistically significant increase in each child’s expressive contribution to the reading activity. Retention data indicated sustained parent reading behaviors that promoted child engagement. Providing parents with supported training may help parents implement effective reading strategies to promote literacy growth in young children who are DHH.

中文翻译:

在亲子故事书阅读期间增加 DHH 儿童的参与度

耳聋或听力障碍 (DHH) 的儿童面临语言和识字延迟的风险,而亲子阅读有助于培养早期识字基础。尽管许多父母与孩子一起阅读,但有些父母可能不确定如何利用有效的阅读策略来最大限度地提高识字率。这项多案例试点研究涉及四名使用听力和口语 (LSL) 作为交流方式的听力损失学龄前儿童的母亲。在关于在故事书阅读过程中促进儿童参与和增加儿童互动的策略的简短培训课程后,结果显示父母增加了他们对引人入胜的问题的使用,同时每个孩子对阅读活动的表达贡献在统计上显着增加。保留数据表明持续的父母阅读行为促进了孩子的参与。为父母提供支持培训可以帮助父母实施有效的阅读策略,以促进 DHH 幼儿的识字增长。
更新日期:2019-01-18
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